AACP REPORT

Report of the 2018-2019 Student Affairs Standing Committee

Jennifer Schoelles-Williams, PharmD,a Dale E. English II, PharmD,b Donald A Godwin, PhD,c

Lauren Hammond,d Holly L. Mason, PhD,e Heather M.W. Petrelli, PhD, MA,f Monzurul Roni, PhD,g

Kyle M. Sousa, PhD,h Jenny A. Van Amburgh, PharmD,i Libby J. Ross, MAj

a University of Tennessee Health Science Center College of Pharmacy, Memphis, Tennesseeb Sullivan University College of Pharmacy and Health Sciences, Louisville, Kentuckyc University of New Mexico College of Pharmacy, Albuquerque, New Mexicod Samford University McWhorter School of Pharmacy, Homewood, Alabamae Purdue University College of Pharmacy, West Lafayette, Indianaf University of South Florida College of Pharmacy, Tampa, Floridag Hampton University School of Pharmacy, Hampton, Virginiah Loma Linda University School of Pharmacy, Loma Linda, Californiai Northeastern University Bouve College of Health Sciences School of Pharmacy, Boston, Massachusettsj American Association of Colleges of Pharmacy, Arlington, Virginia

EXECUTIVE SUMMARY. The 2018-2019 Student Affairs Standing Committee addressed chargesrelated to examining the institutional leadership models and professional development needs of facultyand staff to optimize achievement of Strategic Priority #1 on the applicant pipeline. The report providesfive recommendations to AACP and twelve suggestions for colleges and schools of pharmacy. Thecommittee focused on the need to develop tailored leadership training and mentoring programs foradmissions personnel on relevant topics, including change management, holistic thinking, leadership,problem solving, technical knowledge, professional development, paths for promotion, conflict reso-lution, networking, persuasive communication, and strategic planning. Rather than develop new re-sources, the committee identified existing professional competencies and assessment resourcesdeveloped by other organizations for student affairs and admissions personnel that could spur enhancedstrategic marketing and professional development opportunities in pharmacy education. It also reaf-firmed the need for student diversity and the use of data to drive strategic decisions in recruitment. Toidentify gaps in knowledge among AACP member institutions, the committee analyzed the results ofits fall 2018 survey on the current depth and breadth of student recruitment activities and their per-ceived effectiveness. The committee also recommended ways institutions can encourage faculty andothers outside of the admissions office to participate in student recruitment activities. Finally, thecommittee concluded that it will be necessary for colleges and schools to collaborate across theacademy to promote the benefits of pharmacy profession to prospective students, rather than individualcolleges and schools of pharmacy, and be more responsive to the expectations of Gen Z students beforethe tide in applications will shift in a positive direction.

Keywords: student affairs, student recruitment, admissions, leadership, professional development

INTRODUCTION AND COMMITTEECHARGES

The Student Affairs Standing Committee, in ac-cordance with the American Association of Colleges ofPharmacy (AACP) Bylaws, received charges from the

Associaton President.1 President David Allen focusedhis presidential year on leadership skill development forall members of the academy. During his address at the2018 House of Delegates in Boston, he articulated theneed for the committee to examine the institutionalleadership models and professional development needsto improve student recruitment outcomes as part of hisvision to “. . .grow the talent we need for the presenttimes as well as our bright and exciting future.”

The 2018-2019 Student Affairs Committee exam-ined institutional leadership models (assistant/associate

Corresponding Author: Jennifer Schoelles-Williams, TheUniversity of Tennessee Health Science Center College ofPharmacy, 881 Madison Ave., Ste. 260, Memphis, TN 38163.Tel: 901-448-6036. Fax: 901-448-7053. Email:jwill315@uthsc.edu

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deans, professional staff) and professional developmentneeds to optimize achievement of AACP Strategic Pri-ority #1 on the applicant pipeline.

President Allen charged the 2018-2019 Student Af-fairs Standing Committee to:

1. Determine the leadership skills necessary to developand implement a successful student recruitment strat-egy in a competitive admissions environment.

2. Develop a summary of successful leadership de-velopment practices that improve student recruit-ment outcomes in terms of applicant volume, yield,or diversity.

3. Identify gaps in knowledge about student recruit-ment and potential resources to address them.

4. Identify strategies to better engage individualand organizational partners beyond the tradi-tional admissions team in the student recruitmentprocess.

5. Research and analyze recruitment, marketing, andcommunication plans to determine what strategiesbest appeal to the psychological needs and expec-tations of millennials and Gen Z students.Committeemembersmet by phone inAugust 2018 to

begin a discussion on the charges and how to proceedwiththe committee work. Subgroups met separately by phoneand developed initial strategies and reference lists to ad-dress their assigned charges in advance of the onsitemeeting. The committeemet in person in October 2018 toreview the background information and literature reviewthat had been gathered by each committee member.During the meeting, the committee identified the under-lying challenges associated with the charges, existingresources and strategies to address them, and developedan outline for a survey to capture the breadth and per-ceived effectiveness of recruitment activities practicedacross the academy. Following the onsite meeting, thecommittee finalized and released the survey instrumentand refined its approach to the report. The entire com-mittee met again via conference call in November 2018and March 2019.

The current supply and demand of pharmacy appli-cants in relationship to Doctor of Pharmacy programscreates unique challenges and opportunities for the futureof our profession.2 The competitive admissions environ-ment is one that demands individuals are performing atthe highest level on an individual and team level. Lead-ership skills drive the effectiveness and efficiency ofrising above your competitors.

This report, which addresses all five committeecharges, describes the current culture and climate ofpharmacy education relative to the charge andways inwhichAACP and the academy can collaborate with each other and

other stakeholders to better promote leadership developmentand enhanced outcomes in student recruitment.

CHARGE 1: LEADERSHIP SKILLSLeadership can be found at all levels of professional

and personal endeavors for which we all partake everyday. However, when defining leadership or utilizing theterms, “leader” or “leadership” perspectives exist thatonly individuals with titles are leaders.3-5 Concerns alsoexist with having “too many leaders and not enough fol-lowers” to assume non-leadership roles to effectively andefficiently “get the work done”.

AACP has developed, enhanced, and continues toprovide leadership development programming in manyareas for the academy including but not limited to lead-ership programming at AACP meetings, special interestgroup programming, journal articles on leadership, theAcademic Research Fellows Program (ARFP), andthe Academic Leadership Fellows Program (ALFP).5-8

The following are recommendations for the developmentand implementation of leadership skills necessary for asuccessful student recruitment strategy in a competitiveadmissions environment.

Notable leadership expert, James Kouzes, stated“success in leading [is] wholly dependent upon thecapacity to build and sustain those human relation-ships that enable people to get extraordinary thingsdone. . .”9 Everyone can have a leadership role3-5 andprogramming at the annual admissions workshop(Workshop) should speak to all stakeholders includingboth staff and those in assistant/associate dean (lead-ership) positions. A portion of the time at this workshopshould be utilized for leadership development includ-ing a “train-the-trainer” session that individuals couldtake back and utilize at their institution for individuals(admissions advisors, recruiters, etc.) that may be un-able to attend the workshop.10,11 Sessions should ad-dress strategies for mentoring admissions personnel torecognize the potential for leadership in themselves.Suggested programming topics include role, align-ment, change management, holistic thinking, externaldata, leadership, problem solving, delegation, techni-cal knowledge, professional development, career ladder(paths for promotion), conflict resolution, networking,persuasive communication, and strategic planning. In ad-dition to these programming topics, sessions highlight-ing best practices in pharmacy admissions would allowthe open sharing of admissions successes and innovativepractices.

The student affairs literature reflects the need forand challenges associated with ethical marketing modelsin higher education admissions, especially when the

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competition for students is high. Given that individualsin the areas of admissions and student affairs are oftenthe first point of contact with one’s pharmacy program,they should be individuals who promote the professionwith the highest level of enthusiasm, integrity and ethics,as well as provide clear communication of the require-ments and expectations of all applicants.12-15 To this endthese individuals should receive training in best prac-tices in students recruitment and admissions in highereducation (Appendix A).

A significant amount of time at the Workshop iscurrently utilized for the delivery of standardizedreporting (eg, PCAT data, PharmCAS data, etc.), whichcould be delivered in live and archived webinar format,before or after the Workshop. There is also the opportu-nity to provide this information in concurrent sessionsor microsessions with WebAdmit training during theWorkshop or the creation of short “how to” videos for on-demand viewing. This delivery method would allow theavailability of multiple sessions for standard reportingand training to occur in a more efficient manner.

RECOMMENDATION 1AACP should revamp the annual admissions work-

shop for better alignment with Strategic Priority #1. Asignificant portion of the workshop should be utilized forthe development of leadership skills for admissions andstudent affairs personnel to assist them with successfulstudent recruitment, provide training for the developmentof specific leadership skills to help student affairs per-sonnel with the process of data sharing, and provide forthe delivery of some of the routine reporting and updatesvia webinar before or after the workshop.

CHARGE 2: LEADERSHIP DEVELOPMENTPRACTICES

Over the past six years, a majority of pharmacyprograms have observed a decrease in the number ofapplications received.16 The dearth of applicants hasresulted in an increasing number of programs competingfor a smaller pool of applicants. As the pipeline shrinksin higher education, competition has increased forqualified pre-health profession students with the myriadof other healthcare degree programs such as medicine,physician assistant, dentistry, and physical therapy.17

Undoubtedly, these challenges place significant pres-sures on recruitment and admissions officers resulting inhigh burnout, attrition, and lack of professional ad-vancement.18 Despite these realities, programmaticleaders and recruitment officers continue to be chal-lenged and tasked with building a sustainable pipeline ofquality pharmacy school applicants and ultimately,

building thriving programmatic communities. Theseresponsibilities, along with the challenges of decliningpool of applicants, underscore the need and importanceof investing in the professional development of recruit-ment officers within academic pharmacy. This reportoffers professional leadership development suggestionsto those responsible for overseeing, planning, and exe-cuting recruitment efforts at colleges and schools ofpharmacy.

Leadership development for recruitment officersrequires deliberate practice

The digital platforms in which prospective appli-cants learn about and communicatewith pharmacy degreeprograms and fellow applicants continue to challenge thepharmacy school recruitment process. Conventional ap-proaches to marketing, recruitment, admissions are allbeing called into question, in part, due to the changingneeds of and plethora of options available to today’s ap-plicant. In order to reach and connect with more pro-spective pharmacy applicants, intentional leadershipdevelopment must occur for pharmacy recruitment offi-cers, who can adapt to, meet, and navigate their recruit-ment teams through these changes. As a starting point,colleges and schools are encouraged to integrate 360-degree feedback assessments or comprehensive StrengthsFinder to first identify the strengths of their recruitmentleaders.19-21 Once identified, these attributes could beutilized to develop well-rounded recruitment teamswhose strengths complement one another, ensuring thatthe right people are in the right roles.

A competency-based performance model for theleadership development of recruitment officers trackingdevelopment in different areas of competency can also beconceptualized.22-26 Using such a model, recruitmentleaders can develop from novices to experts as a result ofdeliberate practice through structured leadership devel-opment training or initiatives. Examples of such modelsinclude the American Association of Collegiate Registrarsand Admissions Officers (AACRAO) Professional Com-petencies and the Proficiencies or the College StudentEducators International/Student Affairs Administrators inHigher Education (ACPA/NASPA) Professional Compe-tencies Rubrics.27,28 Both frameworks reflect scholarshipdevoted to identifying the knowledge, skills, and attitudesfor effective practice and many, if not all areas, reflectcompetencies required for effective recruitment officers.General categories of competencies include: self-awareness, diversity, law, leadership, crisis and changemanagement, organizational management, ethics, tech-nology, communication, systems thinking, consensusbuilding, assessment, and datamanagement. In the case of

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the ACPA/NASPA Professional Competency Rubrics,recruitment officers can assess knowledge, skills, and at-titudes across foundational, intermediate, and advancedlevels of experience. The development of college andschool-specific, structured training programs using thesecompetency rubrics could be used to spur the developmentof strategic, marketing, recruitment, communication, di-versity, and/or professional development plans. Such anassessment and performance model may be particularlyuseful as recruitment officers and leaders have to “activate”various competencies over the life cycle of a prospectiveapplicant. However, it should be noted that the investmentin developing leaders and their impact are not fully realizedfor about three years.29,30 Thus, patience and adequateresourcing are necessarywhen evaluating and realizing thefull effects of leadership development investments, in-cluding those for recruitment officers.

SUGGESTION 1Colleges and schools of pharmacy should integrate

360-degree feedback assessment and/or comprehensiveStrengths Finder to identify the strengths of recruitmentleaders and strategically align individuals with differingstrengths.

SUGGESTION 2Colleges and schools of pharmacy should integrate

and/or adopt the AACRAO Professional Competenciesand/or ACPA/NASPA Competency Rubrics to enhancethe professional competencies and leadership develop-ment of pharmacy school recruitment officers.

Strategic leadership initiatives to foster large-scalechange/organizational challenges

Recruitment leaders for colleges and schools ofpharmacy may be included in programmatic and/or uni-versity-wide initiatives that help evaluate organizationalculture, change initiatives, or external conditions. Theinvolvement of recruitment leaders for such endeavorsmay require reevaluation of their workload, but such ex-periences are likely to afford invaluable opportunities forrecruitment officers to assess and develop the necessaryleadership skills to overcome these challenges.18,31 Po-tential initiatives may include opportunities for recruit-ment leaders to:

– be introduced to specific and large organizationalchallenges

– overcome, learn from, and reflect on organizationalchallenges as a leader

– exercise skills such as finding solutions tonew challenges with greater efficiency, conflictmanagement, team building, and problem solving,

data-driven decision making, adaptive leadership,navigating political minefields, or skills recruit-ment leaders would not typically utilize as part oftheir current responsibilities

– encouraging scholarship efforts in area of recruit-ment and enrollment management

Many colleges and schools delegate substantial ad-missions and recruitment responsibilities to the universityor graduate pre-health advisors and recruitment officers.Special care should be taken to develop initiatives aimedat fully cross-training institutional recruitment counter-parts rather than just engaging such professionals asauxiliary support. One size does not fit all and the de-velopment of adaptive and holistic recruitment leaders atcolleges and schools of pharmacymay use different typesof initiatives to develop leadership attributes that best suiteach program’s recruitment needs, goals, financial andpersonnel resources.

Mentorship programs and recruitment officerleadership development

Socialization programs such as mentoring representstrategic tools that when executed properly, can attractand retain high-potential talent, accelerate leadershipdevelopment and readiness, and sustain institutionalmemory in students affairs, admissions, and recruitmentpositions. Thus, incorporating a formal mentoring pro-gram for recruitment officers can have a positive impacton pharmacy programs by orienting new or newly pro-moted recruitment officers and/or improving recruitmentteam retention and engagement. Mentors and new re-cruitment leaders can be matched internally and/or ex-ternally and should be selected based on job knowledgeand compatibility to establish the mutual trust and respectvital to mentoring relationships.32-35 To this end, thepharmacy academy, through AACP, could create venuesto foster such relationships with similar professional or-ganizations in medicine, dentistry, physician assistant,programs or through NASPA, ACPA, or AACRAO forrecruitment officers. A mentoring relationship can alsohelp a recruitment leaders understand the goals and op-erational style of the program and institution and helpnavigate through political and conflict/risk managementissues and hone adaptive leadership skills. The compe-tency rubrics discussed earlier in this report can be used toidentify desired areas of growth related to the compe-tencies and to set performance expectations or profes-sional development goals in concert with a designatedmentor. Alternatively, during the performance reviewprocess, learning outcomes related to relevant profes-sional competencies can be used to set targets for growthin knowledge, skill, or attitudinal areas. Before any such

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endeavor can be undertaken, professionals tasked withdeveloping mentorship programs for recruitment officersmust ensure the groundwork is thoroughly completed,that participants are trained, and the program is regularlyassessed for effectiveness.

SUGGESTION 3Colleges and schools of pharmacy should develop

formal mentorship programs for recruitment officers.

Reevaluating diversity effortsPharmacy programs are encouraged to reexamine

their commitment to diversity. To this end, recruitmentleaders should facilitate Admissions Committee’s de-velopment of mission statements complementing themission, goals and diversity interests of their program.Recruitment leaders are encouraged to develop a closeworking relationship with the institutional diversity af-fairs office36,37 to enhance the recruitment of underrep-resented minorities, students from low socioeconomicstatus (SES) and first-generation students to the phar-macy profession. Pharmacy programs are also encour-aged to build relationships with and develop strategicpartnerships with institutions with significant pop-ulations of such students and make appropriate invest-ments into the support systems (financial andmentoring)required to attract and retain such talent. Lastly, robustleadership practices involve the use of data and analyticsto drive strategic decisions. To this end, recruitmentleaders are also encouraged to work with programmaticassessment teams to develop robust metrics and indica-tors that engage,yield and retain students from thesebackgrounds rather than indicators of participation atrecruitment events aimed at recruiting underrepresentedminorities, students from low SES, and first-generationstudents.

SUGGESTION 4Colleges and schools of pharmacy should utilize

their recruitment leaders to develop, improve, and extendpartnerships and alliances with community colleges, mi-nority-serving colleges and universities, industry, non-profit research or bridge programs, government agencies,and families.

SUGGESTION 5Colleges and schools of pharmacy should strive to

develop, promote, and support a comprehensive trackingand evaluation plan to measure progress and provideevidence of successful recruiting of underrepresentedminorities, students from low SES, and first-generationstudents.

CHARGE 3: GAPS IN KNOWLEDGEAfter a review of the scholarly literature, a number of

gaps in knowledge about student recruitment have beenidentified. One of those gaps is the lack of knowledgeregarding the depth and breadth of recruitment activitiesfor pharmacy students and the perceived effectiveness ofthose activities. Limited information exists in the litera-ture comparing types of activities utilized or perceivedeffectiveness. As an initial attempt to quantify recruit-ment activity, the AACP Student Affairs Committee de-veloped and disseminated a survey to all 143 colleges andschools of pharmacy via the Student Services PersonnelSpecial Interest Group (SIG), the Council of Deans(COD), and the CEO Deans communities via AACPConnect in November 2018. The survey identified 33common types of recruitment activities and asked re-spondents to indicate whether they employ those strate-gies and to rank their effectiveness as ineffective,marginally effective, effective, significantly effective, orvery effective. A total of 70 institutions responded to thesurvey representing a 49% response rate.

The data (Table 1) was analyzed to determine theprevalence (% of schools indicating they have employedthe recruitment activity) and the percentage of schoolswho found each activity significantly effective or veryeffective. To classify activities that were perceived to bethe most effective, those activities that.70% of schoolsrated as significantly effective or very effective wereidentified. Interestingly, only two activities were reportedas significantly or very effective (use of current studentpharmacists in recruitment and pre-pharmacy/pre-healthprofessions club or society engagement). Both of theseactivities were highly used by pharmacy schools with99% of respondents indicating they utilize current studentpharmacists in recruitment and 93% of respondents in-dicating they work with pre-pharmacy/pre-health socie-ties. Other activities reported between 60 and 69%perceived effectiveness were early assurance programsfor high school students, recruitment visits to local orregional colleges, college or school open house events,and Enrollment Management Platform (EMP) software.Interestingly, there were several activities employed byschools but were not thought to be effective. These in-clude both national and regional college fairs, high schoolcareer fairs, and online college fairs.

The survey conducted by the Student Affairs Com-mittee reveals the perception of recruitment activity ef-fectiveness by those doing the recruiting (admissions and/or student affairs personnel). Data should be captured todetermine the effectiveness of our activities on our re-cruitment targets (student pharmacists). These data couldhelp determine what are the most effective recruitment

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Table 1.

Recruitment Activity % Used % Significantly or Very Effective

Use of current student pharmacists in recruitment 99 80College and school open house events 97 63Recruitment visits to local or regional colleges 96 64College fairs - national or regional 96 39High school career fairs 94 20Pre-pharmacy/pre-health professions club or society

engagement93 72

College and school visit days for high school students 91 52Targeted emails 90 60College fairs - online 87 23Use of alumni in recruitment 80 52Online advertisements 77 41Transfer degree or articulation agreements with local

or regional colleges76 51

College and school visits designed for high schoolcounselors

76 34

Presentations or exhibits at local community or civicevents

76 21

Dual degree programs with other units on yourcampus

73 61

Recruitment of potential students/family members athealth fairs

71 40

Off-campus meetings or events for high schoolcounselors

69 33

Off-campus group meetings for prospective studentsand their families

66 63

Work with underrepresented minority/offices ofdiversity on-campus

63 41

Summer camps for middle and/or high school students 59 59Early assurance programs for college students 56 59Special interest workshops, seminars, or camps 56 51Early assurance programs for high school students 54 68Opening pharmacy student organizations to

undergraduate students54 53

Customer Relationship Management (CRM) software(other than EMP)

53 46

Collaboration with community non-profits (ie, Boys& Girls club, etc.)

44 16

Text messages or software 43 53Enrollment Management Platform (EMP) software 39 63Recruitment podcasts and webinars 39 33Promotion or sponsorship of student competition for

HS students (ie, Innovation Challenge, science fairaward)

37 19

Summer academic preparation programs for collegestudents

34 50

College-sponsored preparatory programs for PharmDapplicants (ie, PCAT Prep or application prep)

33 43

Promotion or sponsorship of student competition forcollege students

26 33

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activities at both the national and school levels. To furtherquantify the role of student pharmacists as well as alumniand preceptors in recruitment, data should be capturedthrough annual surveys to determine what graduatingstudents, alumni and preceptors are relaying to prospec-tive students, their level of awareness of the Pharma-cy4Me campaign, and their perceptions of the intermediatefuture of the profession of pharmacy.

RECOMMENDATION 2AACP should include questions in the PharmCAS

application to determine what recruitment activities ap-plicants participated in and the perceived effectiveness ofthe activities.

RECOMMENDATION 3AACP should survey graduating students, alumni

and preceptors to determine awareness of the Pharmacy IsRight for Me (Pharm4Me) campaign, and to determinetheir opinion of the profession that each group shares withprospective students.

Student affairs personnel in pharmacy schools maynot have the marketing skills necessary for effectivestudent recruitment. To further enhance recruitment/marketing efforts, colleges and schools should find anduse localmarketing resources. It is important toworkwithindividuals/units (eg, enrollment management, businessschool, external agency, communications and marketingunits, etc.) who have the marketing skills to help deter-mine what is the most important in recruiting target stu-dents for the institution.One suggested project could be todevelop a value proposition for potential applicants (ie,top 3 reasons why your student pharmacists chose yourschool). These messages will differ by school, but couldgenerally highlight the profession and student opportu-nities in the profession.

It would be desirable if marketing efforts creates aconsistent message across the country for the varied op-portunities. A lack of consistent and professional brandfor the pharmacy profession is negatively affecting stu-dent recruitment.38 AACP is working with other nationalorganizations to develop a consistent message about theevolving profession of pharmacy. In recent years, AACPlaunched a public awareness campaigns to promote theprofession including #HealthyStartsHere to highlighthow pharmacists help people to live better lives. Theawareness campaign was recently expanded into ‘Phar-macists for Healthier Lives’ campaign in collaborationwith other pharmacy and stakeholder organizations toprovide a unifiedmessage about the role of pharmacists.Aconsistent message about pharmacy will facilitate othergroups, such as faculty, pharmacists, alumni, students, to

contribute to recruitment efforts. A consistent messagecould also lessen the impact of reports of negative atti-tudes of pharmacists who have been discouraging youngstudents from pursuing pharmacy as a career.

The Student Affairs Committee has also identified agrowing gap in knowledge amongst faculty and admis-sions committees regarding the depth of knowledge aboutpharmacy practice among pre-pharmacy students andhow they prepare for admissions interviews. Students donot always conduct research about the profession and, as aresult, not all students have pharmacy experience or havea great depth of knowledge regarding pharmacy beforeapplying to pharmacy school. Schools should not excludestudents lacking experience or depth of knowledge, butembrace the opportunity to shape students’ understandingand opinion of pharmacy practice. A student, who with-draws from a PharmD program, results in a financial lossto the institution due to a an unfilled seat in the pharmacyprogram and a financial burden on the student pharmacistwho withdraws due to the educational debt that may bemore difficult to repay without the benefit of a pharmacydegree or career. How can colleges and schools betterprepare pre-pharmacy students to learn about contem-porary pharmacy before committing to the career?Schools should consider surveying incoming P-1 studentsregarding their previous knowledge about the professionand the sources of that knowledge. Research demon-strated there is lack of understanding regarding the scopeof the pharmacy profession and the role of pharmacists inpublic health among pharmacy students.39 The academyshould consider expanding general respurces it providesabout the profession of pharmacy and school-specificsources of information for potential students and parents.Students will be better prepared for interviews and haverealistic views of pharmacy school and the practice ofpharmacy.

RECOMMENDATION 4AACP should include information about clinical-

based pharmacy careers including ambulatory care clinicsand in-patient pharmacists. These career options shouldbe listed first in Pharmacy4Me Career Pathways.

The changing demographics of the applicant pool forstudent pharmacists is altering how colleges and schoolsof pharmacy recruit and admit students. Most collegesand schools have transitioned to a holistic admissionsprocess that assesses and values both cognitive and non-cognitive attributes of applicants. This new paradigm alsoaltered how colleges and schools educate, train andmentor the next generation of student pharmacists. TheStudent Affairs Standing Committee identified a lack ofrecognition and value by chairs and deans of faculty

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service requirements necessary for student recruitment,retention, development, etc. Service is sometimes notvalued in the same way as teaching and research in tenureand promotion decisions. If this gap is filled, faculty willbe more willing to help in these areas. Robust studentaffairs orientation programs should be implemented tohelp on-board all new faculty, including seminars oninterviewing, and rubric refreshers. Touch points andorientations can help faculty better understand the im-portance and role of student affairs in recruitment,classroom management, and wellness. It is important toprovide faculty with specific guidance on how they canassist in recruitment efforts. Faculty need informationfrom administration on the relationship between tuitionfunds and retention and its overarching impact on thebudget.

RECOMMENDATION 5Chairs and deans should recognize and value the

efforts of faculty in the areas of recruitment and retentionof pharmacy students for both annual reviews and in thetenure and/or promotion process.

The committee also identified a gap in knowledgerelated to the importance of the role of Student Affairspersonnel in student retention and development. Facultyand upper administration need to better appreciate the im-portance of student affairs personnel in an increasinglycompetitive environment. Holistic admissions may lead toan increase of under-prepared students admitted to phar-macy school. Under-prepared students will require moresupport to be successful. Faculty and student affairs staffneed to work together to ensure student success.40 Somefaculty become unrealistic about what students need tolearn and do to be successful in the program and moreguidance in this area would be helpful. It is encouraged thatfaculty and staff development programs should be imple-mented to correct the lack of appreciation for how the stu-dent pipeline has changed and challenges associated withstudent affairs work, including risk management. Facultyand others need to understand the challenges facing studentaffairs and how they can contribute to student success.

CHARGE 4: ENGAGE PARTNERSThe members of the standing committee discussed

and identified several strategies to better engage indi-viduals and organizations in student recruitment. Due to adecline in the applicant pool in recent years, the currentadmissions environment is considered very competi-tive.41 Therefore, many pharmacy colleges and schoolsare focusing on the competition rather than on the pro-fession. Members of the committee found that collegesand schools are reluctant to share admission-related

information with direct competitors, but more willing tosharewith counterparts,who are not regional competitors.In some cases, colleges and schools are not revealing theirapplicant pool nor reporting accurate decision codes in atimely mannerin the Pharmacy College Application Ser-vice (PharmCAS). These types of aggressive and secre-tive recruitment behaviors can negatively impact theeffectiveness and equity of the Cooperative AdmissionsGuidelines (CAG), the overall student recruitment pro-cess, and would seem to violate our professional code ofconduct. Overall, a winning strategy for student recruitersinclude increasing the applicant pool by primarily fo-cusing on the profession and secondarily on their com-peting colleges and schools.

The second strategy includes reducing negative per-ceptions about job satisfaction and availability among somealumni, preceptors, and faculties. Some alumni and currentpractitioners feel insecure in the current job climate and theyview new pharmacy graduates as threats. Some facultiesalso have a limited perception about career prospects forgraduating students. According to the U.S. Bureau of Sta-tistics, the employment of pharmacists is projected to grow6% from2016 to 2026. Pharmacist employment in nonretailsettings such as hospitals and physician offices are projectedfor rapidgrowth.42However,manyolder alumni andcurrentstudents have limited or no exposure to residency trainingand institutional/clinical pharmacy. Therefore, pharmacistsmust embrace change to growand survive in this profession.The role of preceptors and alumni in student recruitment, asambassadors of the profession, is recognized. The com-mittee suggested that colleges and schools need to empowernew graduates to be the force of change in the profession.To achieve these goals, active participation from variouspharmacy organizational partners at local and nationallevels are required. These organizations should increaseprovision of pharmacy career information to theirmembers.In addition, national associations should continue to worktogether to devote additional resources to establish a posi-tive public image of pharmacists.

SUGGESTION 6Colleges and schools of pharmacy should utilize

student recruiters to increase the applicant pool by pri-marily focusing on the profession to reduce the negativeperception about job satisfaction and availability andsecondarily on their competing colleges and schools.

CHARGE 5: GENERATIONAL NEEDS ANDEXPECTATIONS

Themembers of the standing committee reviewed therecent literature published about the current generationof students entering college (born between 1996-2012),

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termed GenZ, iGen, post-millenials, and AppGen (willrefer to as iGen for the document).43 Learning more aboutgenerational characteristics is necessary to understand theindividuals entering our classrooms and the impact ofmarketing, recruitment, communication and retention.This generation is the largest and most ethnically diversein historywith 60million born in the iGen compared to 40million Baby Boomers and 48 million Millennials.44,45

According to the CensusBureau 2000-2010, the country’sHispanic population grew four times the rate of the totalpopulation, those identifying as biracialWhite/Black rose134%, andWhite/Asian rose 87%.44 As a result, attitudeson social justice have shifted. For example, same-sexmarriage transitioned from a political issue to a constitu-tional right, and is seen by iGen as a non-issue or simplefact of life.44 Whereas Millennials’ innocence was lostafter a ‘sunny’ childhood followed by 9/11 and the eco-nomic crashes of 2000 and 2008, iGen’s eyes have beenopen since birth to the horrors of terrorism onU.S. soil andfinancial devastation resulting from recession. iGensperceive the impact of terrorism and economic recessionas an actuality of life, and as a result are more emotionallystable and financially astute compared withMillennials.44

With this understanding, iGens are concerned andmindfulabout their financial futures, cost of college, and studentloan debt.43

iGens are more realistic and pragmatic comparedwith Millennials. They appreciate life will includestruggles and view failure as an opportunity for growth.As a result, help-seeking behaviors for mental health in-terventions in schools are perceived as vital rather thanstigmatised.43,46 iGen individuals self-identify as digitaldevice addicts expecting and receiving immediate accessto desired information and absorb information instanta-neously, while losing interest just as fast.45,47Members ofthe iGen have a very large video-gaming culture withincredibly advanced software. The proliferation of gam-ing is threaded throughout virtually all life and consumerinteractions (ie, Tinder for dating).48,49 As a result, in-stitutions and professions use of various software andgamification in recruitment, admissions, and curriculumis encouraged. In electronic media, individuals in iGenhave a preference for pictures and videos over words.50,51

While researchers in the literature report iGens are bettermultitaskers (quickly and efficiently shift between workand play), they appear to be less focused thanMillennials,as they have a continuous need for immediate updates. Agreat example is the proliferation of the use of inkSnapchat with brief information shared that disappearswithin seconds.44,47,52 This generation does not remem-ber a time before social media and perceive relationshipsdeveloped through the lens of Facebook, Instagram, and

Snapchat as ‘real’ relationships compared with previousgenerations.44,53 As a result, individuals in iGen are morecomfortable talking online than in person.43,54-56 How-ever, individuals in iGen discern the fame and fantasyassociated with online profiles and as a result, prefer re-alism in social media profiles.

Given that most students are influenced by familymembers, pharmacists, and/or pharmacy students to pursue acareer in pharmacy,57 engagement with parents and pro-spective students through social media was identified asanother strategy to promote recruitment. Chen and DiVallreported that developinga socialmedia strategyandapplyingbest practices for social media can help engage prospectivestudents and parents and thus contribute to the success ofrecruitment.58 The possible influence of high school scienceteachers, guidancecounselors,pre-pharmacyclubs in studentrecruitment should be investigated further as ways to en-courage further exploration of pharmacy as a career.

When it comes to colleges and schools of pharmacycreating strategies and plans for marketing, recruitment,communication and retention for the iGen, the followingshould be considered:

– Individualized to the potential student for allcomponents (marketing, recruitment, and reten-tion).52,59-61

– Personal customization, choice and flexibility; in-cluding the ability to create their own sched-ules.43,62-65

– Expectation of offering plenty of choices before thestudent makes a decision while make it a learninggame (gamification) about the program.48,49

– Connectivity to a cause bigger than oneself. Amajor factor when the student decides where towork (or study) is the organization’s corporatesocial responsibility (they are willing to take a paycut to work at a more socially responsiblecompany).51,66

– iGen-zers “. . .are emerging as self-reliant. . .” butmeeting their emotional needs are as important asacademic needs.43,67-70

A critical factor to consider with this generation,which will likely have an impact on recruitment and re-tention is the perception of the ability to obtain a goodeducation outside of going to college.71 Individuals iniGen are early starters, often forgoing college educationto begin employment as they are not willing to createdebt without assurance they will be successful with adegree.43,52,59

Considerations for this generation as it relates to ca-reer professionalism and entrepreneurial factors include:

– iGen has learned from the experiences of Millen-nials and reintroduced the value of privacy through

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Snapchat, Secret, Whisper, while also creatingmultiple accounts (aka fake accounts to hide theiridentity).11,44,55

– They are more private, cautious and want sensibleand stable careers. In this area, they are beingcompared with the Silent Generation.44

– As a result, it is expected individuals in iGen will notbe inclined to career hop as long as the work is ful-filling, stable and allow for work-life balance.43,47

– Individuals in the iGen are skill focused; buildingskills at a young age, tend to be more productive,and look for creative opportunities in their freetime.43,47

– They recognize the importance of paying dues bystarting at the bottom and working their way up,while being loyal and staying at a company.11

– They are willing to work hard, save towards thefuture, and value security and respect.43

– iGen has the potential to build and lead their owncompany (more entrepreneurial), also in part due tothe potential retirement of GenX in the nearfuture.11

SUGGESTION 7Colleges and schools of pharmacy should adapt, as

part of their recruitment strategies, enhanced socialmediawith a focus on storytelling with narratives utilizing re-alistic themes, the use of pictures and video over words,immediate access to college and school news and infor-mation, and perfer a mobile platform.

SUGGESTION 8Colleges and schools of pharmacy should explore

collaborations with their home institutions and involvestudent pharmacists to redesign, develop, obtain, or en-hance real-time software applications, especially gamifi-cation, to better support recruitment efforts and effectivelyconnect with prospective students at every level.

SUGGESTION 9Colleges and schools of pharmacy should enhance

branding that considers how the institution looks and feelsreflective of the applicant population,with attention to theindividual (customization), appealing to a mission thatcontributes positively to society, promotion of diversityand inclusion.

SUGGESTION 10Resulting from the expectations for immediate infor-

mation and instantaneous updates, colleges and schools ofpharmacy should give attention to infrastructure to assure fastconnectivity.

SUGGESTION 11Colleges and schools of pharmacy should enhance

marketing at the middle / high school levels with a focuson career opportunities.

Pharmacy schools must deliver on and be consistentwith the promises they made as part of their outreachefforts. Therefore, colleges and schools may consider aspart of their orientation and curricular plans:

– online or hybrid orientations to support the self-directed learner,

– the use of gaming in the courses with a strategicpurpose to help in the development of self-awarenessand decision-making,

– development of concentrations or certificate pro-grams, including self-paced workshops or courses,to assistwith customization and enhanced learning,and

– development of professional certificate programsoutside of required curriculum to increase attrac-tiveness to external employers (ie, immunizations,Six Sigma, medication therapy management, car-diovascular disease risk management, etc.).

It is essential to remember that current students’experiences are communicated to prospected studentswhat can be expected once matriculated.

SUGGESTION 12Colleges and schools of pharmacy should understand

that recruitment continues after matriculation occurs whencurrent students and faculty communicate their experi-ences with the world.

CONCLUSION (or CALL TO ACTION)This committee has identified leadership skills that

are necessary for the development and implementation ofsuccessful recruitment strategies, as well as a summary ofsuccessful leadership development practices to betterequip admissions personnel in the student recruitmentprocess. While the survey conducted by the committeeidentified recruitment activities currently employed bycolleges and schools of pharmacy, aswell as the perceivedeffectiveness of each activity, data should be collectedfrom PharmCAS applicants to determine the perceivedeffectiveness from the applicant’s view. Strategies wereidentified to better engage individual and organizationalpartners in the pharmacy student recruitment process.Significant information was compiled on generationalneeds and expectations and a comprehensive list of sug-gestions were made for creating strategies and plans formarketing, recruitment, communication and retention forthe iGen, as well as considerations for this generationrelated to career professionaliam and enterepreneurial

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factors. The committee acknowledges the challenges in-volved in recruiting pharmacy students in an environmentwhere the applicant pool has decreased and the demandfor pharmacist has declined and recommends that futureAACP Committee work address these issues further asthey relate to student recruitment.

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Appendix 1. Best Practices in Pharmacy Student Admissions

Ethics and IntegrityEntering decision codes in a timely and appropriate manner (eg, “doing the right thing”)

CommunicationProviding open communication with applicants of the AACP Cooperative Admissions Guidelines (CAG) as well as otherexpected applicant behaviorsCommunicating admission decisions earlier helps both the program and applicants with the admissions process

Innovation and EntrepreneurshipA greater emphasis must be place on the academy’s plan for promoting the profession of pharmacy versus the individualprogram (eg, colleges and schools)Social Media – Learning how to effectively navigate and maximize the utilization of social media platforms (eg, Facebook,Instagram, Hootsuite, etc.)“Geo-fencing” – Learning how to effectively work with marketing specialists to provide tactics on the effective use ofelectronic marketing strategiesTexting – Learning how to effectively provide open communication with applicants and/or future applicants on how theywould prefer to receive communications

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